Effective and creative instructional
strategies in delivering knowledge in
Science
Piotr Mazowiecki-Kocyk
International European School
Warsaw, Poland
Objectives
1. Definition of creativity
2. What causes teaching effective? 3 components of
successful teaching
3. How can we effectively deliver knowledge in Science?
2.1. Note taking
2.2. Non – linguistic representations
2.3. Drama and physical movement in Science
2.4. Collaboration – some creative examples
4. Conclusion and discussion
Three elements of effective pedagogy
(Marzano 2001)
Instructional
strategies
Management
techniques
Curriculum
design
http://essentialeducator.org/?p=8191
http://www.educ.ualberta.ca
Creativity is characterised by being imaginative,
showing inventiveness and originality of thought
Riley (2006)
Creative lessons should encourage students
to ‘think outside the box’ and come up with off thewall ideas
Longshaw (2009)
`Creative teaching done right, will move you
beyond such comfort zones into areas of teaching
that are far more rewarding for you and your
pupils alike`
Starbuck (2006)
`A creative attitude says that exploring towards
the answer is more valuable than finding the
answer itself. The learning is in the journey`
Bowkett (2006)
Notes taking can be fun and creative!
Research and theory:
1.It is advisable to present students with a variety
of note formats
2.Notes should include graphical organizers
(Nye, Crooks, Powlie and Tripp 1994)
http://www.mindtools.com/pages/article/newISS_01.htm
http://www.dcsomalearningcommons.org/organization-of-information.html
Benzene reactions
http://dasariramkrishna.blogspot.com/2013/03/some-mind-map-pictures-on-organic.html
Why not a cartoon?
http://embrethil.deviantart.com/art/Biology-cartoon-30040407
http://askabiologist.asu.edu/body-depot/viral-attack_teachers
http://learningcommons.ubc.ca/
Photosynthesis is divided into 2
stages: light dependent and
independent reaction (Calvin
cycle)
Calvin cycle is a process of CO2
fixation and producing a triose…
http://www.jayhosler.com/jshblog/?p=1108
Non – linguistic forms
Types of non-linguistic representations
• Graphic representations
• Physical models
• Drawing pictures and pictograms
• Kinesthetic activity
Generating mental pictures
The most direct way to
generate non-linguistic
representations is to simply
construct models and pictures
of knowledge being learned
http://www.nuffieldfoundation.org/
Introduction to new terminology Frayer
model
http://www.muskingum.edu/
Art and movement
in Science
Research and theory:
Several studies have found that as teachers become more
experienced, they improvise more
(Berliner & Tikunoff, 1976; Borko & Livingston,1989; Moore, 1993; Yinger, 1987)
Kinesthetic activities are those that involve physical
movement associated with a specific knowledge
Most children find this both a natural and enjoyable way
to express their knowledge (Marzano 2001)
 Sketch and performance (body performance – mitosis or
meiosis, atom structure – students performing processes,
reactions)
 Songs/Rap (photosynthesis songs)
 Designing board games (digestive system, nervous
system board game)
blogs.answersingenesis.org
 Trail court (Darwin as an accused person, in-vitro
followers versus opponents)
 Students as doctors/detectives (role playing) analyzing
blood tests/criminal evidences/X-rays images
 Story telling (students designing a short sciencefiction/horror story about a process/reaction)
Author: Piotr Mazowiecki-Kocyk
Who is lying? Who is a murderer?
Evolution at the scene of the crime
Students prepare a report to Police based
on a description and materials given by a
teacher. They use a prepared form to give an
answer.
http://evolution.berkeley.edu/evolibrary/news/060301_crime
Why cooperative learning is important?
‚Snowball game’ – students teaching students
1. A new word with a brief description is given to every
student;
2. Students move in a classroom and teach each other new
words;
3. After every mini-lesson with a classmate, they exchange
their words and continue the game till they get their first
word back.
‚Interview with the blood cell’
One student from each pair is a journalist who has to guess
the name of a cell. Before the interview journalists collect
key words related to functions, features, properties of cells.
They are allowed to ask about places, jobs, size, life span of
the cell.
‚Cells’ receive only their names.
Pairs can swap after journalists identify cells.
‚Designing flashcards’
1. Each student in the group prepares 20 key words on the
slip of paper
2. The flashcards are given to another students
3. All students have to write definitions for the given key
words
4. The flashcards are given to another student
5. Each student checks definitions. If something is wrong,
he/she corrects mistakes
6. The flascards are given to another student
7. All students are asked to draw a picture next to the key
word
8. The flascards are given back to the student who had
listed the key words
‚Learning wall’
A learning wall can be used throughout the learning of a
topic as a place where students are allowed to reflect on
their learning process.
blog.entrepreneurthearts.com
Imagination is more important than
knowledge. Knowledge is limited. Imagination
encircles the world.
A. Einstein
Piotr Mazowiecki-Kocyk
[email protected]
www.wix.com/piter_kocyk/my-page
International European School Warsaw
Bibliography
1. Best and Thomas. 2007. Creative teaching and learning tooklit.
2. Bowkett. 2006. 100+ ideas for teaching creativity.
3. Feldman and McPhee2007. The Science of Learning and the Art of Teaching.
CENGAGE
4. Gilbreth. 2012. The effects of kinesthetic activity on Secondary Science students
achievement
5. Longshaw. 2009. Creativity in science teaching. SSR March 2009.
6. Marzano. 2007. The Art And Science of teaching.
7. Marzano 2001. Classroom instruction that works.
8. Riley. 2006. So it is creativity – what research says. Education in Science 216.
9. Starbuck. 2006. Creative teaching: getting it right
10. Sprenger 2003. Differentiation Through Learning Styles and Memory. Corwin Press.